1 ' 1 


Training  Teachers  of  Religion 

Following  the  presentation  of  the  papers  printed  below,  a 
resolution  originating  in  the  Department  of  Teacher-Training 
and  framed  by  the  Council  of  Religious  Education  was  adopted 
in  the  general  convention  of  the  Religious  Education  Association 
at  Washington,  D.  C.,  February  13,  1908.  This  resolution  is  as 
follows : 

“In  view  of  the  pressing  need  of  leaders  who  can  properly 
instruct  Sunday-school  teachers  and  others  in  the  principles  and 
methods  of  religious  education,  we  urge  the  universities  to  pro- 
vide in  their  departments  of  education  for  specific  training  with 
reference  to  such  leadership 


The  State  University  and  Teachers 
of  Religion 


DANIEL  B.  PURINTON,  Ph.  D.,  LL.  D. 

President  University  of  West  Virginia,  Morgantown,  W.  Va, 


The  relation  of  the  state  university  to  all  matters  of  religion 
is  a delicate  and  difficult  one.  It  involves  questions  of  church 
and  state  and  manifold  other  considerations  upon  which  good 
men  do  greatly  differ.  This  difference  arises,  I take  it,  from 
various  and  somewhat  divergent  views  of  the  nature  of  religion 
itself.  Now  religion  is  not  a superstition,  an  inheritance  or  a 
creed.  It  is  a life.  As  such,  it  has  three  chief  elements,  the 
intellectual,  the  ethical,  the  emotional.  It  includes  a perception, 
an  obligation,  an  attitude.  In  the  Christian  religion  at  least, 
all  these  elements  are  essential.  Each  is  primal,  none  is  negli- 
gible. There  is  a proper  sense  in  which  instruction  may  be 
given  in  all  these  aspects  of  the  Faith.  But  religious  instruction 
is  peculiarly  important  and  fruitful  on  its  intellectual  and  ethical 
sides.  Teachers  of  religion  must  be  both  mentally  informed  and 
morally  sound.  All  experience  proves  that  there  is  no  ethical 
strength  or  certitude  without  the  superior  sanctions  of  religion. 
And  the  importance  of  the  intellectual  element  is  seen  in  the  his- 
tory of  all  religions  whatsoever.  Every  faith  that  has  shaped 
the  history  and  destiny  of  men  has  been  largely  intellectual.  Mr. 
Lecky  has  justly  remarked  that  every  conquering  religion  has 
addressed  the  heart.  With  equal  justness  we  may  add  that  it 
has  addressed  the  head  as  well.  The  religion  of  Plato  and  Aris- 
totle was  of  this  character.  The  dominant  faiths  of  the  Orient 
today  are  eminently  intellectual.  Indeed  there  is  vastly  more  of 
philosophy  in  them  than  of  religion.  In  every  age  the  Christian 
religion  has  involved  the  active  use  of  the  human  intellect.  In 

49 


1 95  3 b 


50 


RELIGIOUS  EDUCATION 


our  own  age  Christian  intelligence  is  specially  needful  for  pre- 
serving the  foundations  of  the  Faith,  for  propagating  the  princi- 
ples of  the  Faith,  and  for  carrying  forward  the  constructive 
activities  of  the  Faith.  Perhaps  never  before  was  this  intellectual 
need  of  religion  quite  so  imperative  as  now.  Doubt  and  criti- 
cism are  everywhere  current  in  religious  circles.  The  one  cannot 
be  met  by  ignorance,  nor  the  other  by  a sneer.  Men  will  no 
longer  believe  either  as  their  fathers  did,  or  because  their  fathers 
did.  Neither  will  they  accept  religious  faith  as  a synonym  for 
mental  inertness  or  inanity.  We  must  address  their  intelligence 
and  give  them  a reason  for  the  hope  that  is  within  us.  And  this 
can  readily  be  done.  The  exercise  of  faith  is  not  at  all  unreason- 
able. On  the  contrary,  it  is  the  necessary  foundation  of  all  reason- 
ing, whether  mathematical,  historical,  philosophical  or  religious. 
And  certainly  it  is  more  reasonable  to  accept  than  to  reject  the 
divine,  historic  Christ.  But  this  acceptance  becomes  more  and 
more  a matter  of  intelligence  and  conviction. 

And  herein  the  function  of  the  state  university  in  religious 
matters  at  once  emerges.  While  such  an  institution  must  be 
strictly  non-partisan  in  politics  and  non-sectarian  in  religion, 
nevertheless  it  is  manifestly  proper  that  any  university  should 
offer  exact  and  sympathetic  instruction  as  to_the  great  facts  and 
principles  of  the  Christian  Faith,  which  is  easily  the  most  stu- 
pendous phenomenon  in  all  human  history,  and  at  the  same  time 
the  basis  of  all  civilization  and  ethical  law  in  our  own  country. 
For  this  reason  among  others  it  is  both  the  right  and  the  duty 
of  the  state  university  to  recognize  teachers  of  religion  and  to 
provide  for  their  proper  instruction.  The  University  of  West 
Virginia  has  recognized  this  right  and  this  duty  and  has  already 
made  some  provision  accordingly.  Since  the  movement  which  led 
to  this  recognition  is  altogether  unique  in  the  history  of  state 
universities,  it  is  perhaps  worth  while  to  devote  time  to  a de- 
scription and  explanation  of  the  movement  itself. 

Early  in  the  spring  of  1904,  there  came  into  the  mind  and  heart 
of  the  General  Secretary  of  the  State  Sunday  School  Association 
of  West  Virginia  an  earnest  desire  to  furnish  special  instruction 
for  teachers  and  other  Sunday  school  workers  in  the  state  who 
might  wish  it.  Other  state  Sunday  school  associations  were 
organizing  summer  schools  for  this  purpose,  but  in  West  Vir- 
ginia no  such  provision  was  made  and  no  possibility  of  it  was  in 
sight.  This  became  a matter  of  grief  and  great  anxiety  to  the 
secretary.  About  the  same  time  it  occurred  to  the  president  of 
the  state  university  that  something  ought  to  be  done  by  that 
institution  for  the  Sunday  school  teachers  of  West  Virginia. 
Already  the  university  was  providing  special  instruction  in  its 
summer  school  for  the  secular  teachers  of  the  commonwealth, 


RELIGIOUS  EDUCATION 


51 


and  it  did  not  seem  right  that  the  hundreds  of  Sunday  school 
teachers  throughout  the  state  should  be  left  out  of  such  provision. 
For  were  they  not  teachers  as  well  as  the  others?  And  were 
they  not  teaching  virtue  and  civic  righteousness?  And  as  such 
instructors  were  they  not  even  more  useful  to  the  state  than 
other  teachers?  And  if  so  was  not  their  exclusion  from  the 
university  summer  school  an  unjust  and  unrighteous  discrimina- 
tion against  them?  About  the  time  that  these  troublesome  ques- 
tions were  running  through  the  presidential  head,  a county 
Sunday  school  convention  was  held  at  Morgantown,  the  seat  of 
the  state  university.  This  convention  brought  together  the  presi- 
dent of  the  university  and  the  secretary  of  the  state  Sunday  school 
association.  Whereupon  each  discovered  what  had  been  in  the 
mind  of  the  other  concerning  this  important  matter.  This  dis- 
covery led  to  the  organization  during  the  following  summer  of  a 
School  of  Methods  for  Sunday  School  Workers  in  connection 
with  the  University  Summer  School.  In  this  university  move- 
ment the  state  Sunday  school  association  co-operated  at  once  and 
heartily.  At  the  next  meeting  of  the  regents  of  the  university 
the  action  of  the  president  in  organizing  the  school  of  methods 
was  unanimously  approved  and  authority  was  given  for  its  con- 
tinuance. Four  sessions  of  the  school  have  already  been  held 
and  the  fifth  is  being  arranged  for  next  summer  to  begin  June 
twenty-ninth.  Instruction  is  given  by  members  of  the  university 
faculty,  by  officers  of  the  state  Sunday  school  association,  and  by 
Sunday  school  specialists  brought  from  other  states  of  the  Union. 

Among  the  specialists  hitherto  engaged  for  such  service  are 
the  following:  Marion  Lawrence,  General  Secretary  Interna- 
tional Sunday  School  Association,  Toledo,  Ohio;  W.  C.  Pearce, 
Teacher  Training  Secretary,  International  Sunday  School  Asso- 
ciation, Chicago;  Dr.  R.  G.  Moulton,  University  of  Chicago; 
Dr.  H.  M.  Hamill,  Superintendent  Teacher  Training  Work, 
Methodist  Episcopal  Church  South,  Nashville,  Tennessee;  Dr. 
Richard  S.  Holmes,  Editor  the  Westminster,  Philadelphia;  Dr. 
Charles  Roads,  General  Field  Worker,  Methodist  Episcopal 
Church,  New  York;  Sarah  E.  Griswold,  Chicago  Normal 
School;  Nannie  Lee  Frayser,  Primary  Superintendent  for  the 
State  of  Kentucky,  Louisville;  Rev.  E.  M.  Fergusson,  Trenton, 
New  Jersey;  Dr.  J.  T.  McFarland,  Sunday  School  Secretary 
Methodist  Episcopal  Church,  New  York;  Dr.  H.  T.  Musselman, 
Superintendent  Teacher  Training  American  Baptist  Publication 
Society,  Philadelphia;  Dr.  E.  S.  Lewis,  Vice  President  Interna- 
tional Sunday  School  Association,  Columbus,  Ohio;  Dr.  F.  J. 
McConnell,  Brooklyn,  New  York;  Dr.  Joseph  Clarke,  General 
Secretary  Ohio  Sunday  School  Association,  Columbus;  Charles 
G.  Trumbull,  Editor  Sunday  School  Times,  Philadelphia. 


RELIGIOUS  EDUCATION 


n 


These  representatives  of  the  leading  Sunday  school  workers 
in  America  have  brought  to  the  school  of  methods,  each  his  own 
peculiar  and  appropriate  contribution  toward  the  accomplishment 
of  its  great  purpose.  This  purpose  is  to  give  pastors  and  Sunday 
school  superintendents  and  teachers  the  best  available  instruction 
and  the  highest  genuine  inspiration  in  the  modern  methods  and 
principles  of  Sunday  school  work.  To  this  end  the  widest  pos- 
sible range  of  topics  has  been  selected  for  discussion. 

As  illustrative  of  this  range  of  topics  I may  venture  to  quote 
at  random  from  one  of  the  schedules  of  study — that  of  1906. 
Here  are  some  of  the  subjects  taken  up  at  that  session:  The 
Higher  Values,  The  Teacher’s  Preparation,  Observation  Classes, 
Bible  Study,  The  Spiritual  Side  of  the  Teacher’s  Work,  The  Big 
Boy  and  How  to  Deal  with  Him,  The  Teacher  Teaching,  The 
Art  of  Illustration,  Sunday  School  Music,  the  Old  Book  and  the 
New  Man,  Sunday  School  Officers  and  Their  Duties,  Teacher  and 
Pupil,  Theory  and  Conditions,  Child  Study,  The  Law  of  the 
Teacher,  The  Preservation  vs.  the  Rescue  of  the  Child,  The  Law 
of  Child  Growth,  The  Best  Method  for  Local  Teacher  Training, 
The  Law  of  the  Superintendent,  Ethical  and  Civic  Significance  of 
Sunday  School  Work,  Stereopticon  Lecture  on  Palestine,  Psy- 
chological Basis  of  Grading  a School,  Graded  Supplemental 
Work,  The  Home  Department,  The  Child,  The  World-Wide 
Sunday  School  Movement,  Sunday  School  Organization,  Depart- 
mental Work  in  Sections,  Primary,  Junior,  Intermediate,  Senior, 
Superintendents,  School  Officers  and  Pastors.  For  the  next  ses- 
sion we  expect  in  addition  to  such  topics  as  these  just  named  to 
emphasize  the  department  of  teacher  training.  Experts  will  give 
special  instruction  therein  and  at  the  close  of  the  school  interna- 
tional diplomas  will  be  awarded. 

Attendance  upon  the  school  of  methods  has  been  fairly  good 
— indeed,  quite  good  under  existing  circumstances.  We  enroll 
about  a hundred  students  each  summer  and  the  number  promises 
to  be  larger  hereafter.  These  students  are  from  all  parts  of  West 
Virginia  and  from  some  other  states.  They  include  pastors,  Sun- 
day school  officers,  superintendents  and  teachers  of  all  grades. 
And  a more  earnest  intelligent,  conscientious  and  appreciative 
company  of  students  it  would  be  hard  to  find  anywhere.  The 
work  when  compared  with  that  of  older  summer  schools  con- 
ducted by  Sunday  school  associations  of  other  states,  is  very  grati- 
fying indeed.  And  we  are  hoping  to  make  it  still  broader  and 
better  in  the  future. 

I have  said  that  this  movement  is  unique  and  exceptional 
among  state  universities — and  so  it  is.  Since  its  inception  a num- 
ber of  presidents  of  such  universities  have  made  inquiries  concern- 
ing the  work  with  an  evident  view  of  introducing  something  of 


RELIGIOUS  EDUCATION 


63 


the  kind  into  their  own  institutions.  Last  summer  the  University 
of  Georgia,  as  I am  informed,  conducted  a work  of  this  charac- 
ter in  connection  with  its  summer  school.  No  other  state  institu- 
tion in  America,  so  far  as  I know,  has  in  any  direct  and  open 
fashion  attempted  to  provide  for  the  distinctive  needs  of  teachers 
of  religion.  It  is  quite  possible  that  in  some  of  the  states  any  such 
attempt  might  be  met  with  a degree  of  hostility  or  at  least  of 
criticism.  In  West  Virginia,  it  is  gratifying  to  know,  that  as 
yet  not  even  the  slightest  evidence  of  such  criticism  has  appeared. 
On  the  contrary  words  of  hearty  approval  and  commendation 
have  been  received  from  all  quarters,  especially  from  pastors  and 
Sunday  school  officers  have  come  numerous  unsolicited  statements 
of  the  gratifying  improvements  in  their  work  which  have  resulted 
from  the  presence  of  some  of  the  workers  at  a single  session 
of  the  school  of  methods. 

As  it  seems  to  me,  no  citizen  of  any  state  has  the  slightest 
ground  for  just  complaint  in  case  the  state  university  should  offer 
instruction  to  teachers  of  religion  in  that  state.  And  this  opinion 
has  not  been  reached  without  due  deliberation.  The  true  relation 
of  the  state  to  education,  when  carefully  considered,  not  only 
justifies  this  conviction,  but  actually  necessitates  it. 

Notice  for  a moment  the  fundamental  principles  that  relate  to 
the  educational  functions  of  the  state : 

1.  Ethical  education  is  necessary  to  good  citizenship.  The 
higher  the  type  of  society  becomes,  the  greater  will  be  the  need 
of  such  education,  which,  in  its  best  form,  is  impossible  when 
divorced  from  the  superior  sanctions  of  religion. 

2.  The  state  and  the  state  alone  has  both  the  right  and  the 
duty  to  prepare  the  citizen  for  good  citizenship.  And  this  must 
be  done,  by  force  if  need  be. 

3.  The  state  need  not  actually  educate  all  its  citizens.  If 
parents,  public  minded  citizens,  corporations,  guilds  or  religious 
bodies  are  disposed  to  engage  in  this  work,  they  may  rightly  do 
so  and  thus  relieve  the  state  from  the  responsibility  of  furnishing 
instruction. 

4.  But  no  one  can  ever  relieve  the  state  from  the  obligation 
to  oversee  the  work  of  education  by  whomsoever  carried  on  within 
its  borders,  and  to  secure  to  all  its  citizens  at  least  so  much  instruc- 
tion as  may  be  needful  for  good  citizenship. 

5.  All  education  must  be  carried  on  in  the  name  of  the  state. 
Even  the  denominational  university  must  hold  its  property,  carry 
forward  its  work  and  confer  its  scholastic  honors  in  the  name  and 
by  the  authority  of  the  state.  Any  teaching  of  doctrines  immoral, 
treasonable  or  otherwise  harmful  to  the  state  must  be  promptly 
suppressed  by  law. 


54 


RELIGIOUS  EDUCATION 


6.  In  case  any  genuine  educational  need  for  good  citizenship 
is  not  supplied  by  other  agencies,  it  must  be  met  by  the  state  itself. 
The  proper  instruction  of  teachers  of  religion,  at  least  in  the 
ethical  aspects  of  their  work,  would  seem  to  be  such  a need. 

7.  Therefore  the  state  should  furnish  such  instruction,  in 
case  it  is  not  otherwise  available. 

If  these  principles  are  at  all  correct,  it  is  distinctly  worth 
while  for  all  the  states  of  the  Union  to  take  into  serious  and  sym- 
pathetic consideration  the  claims  of  that  great  and  goodly  com- 
pany of  Sunday  school  teachers — more  than  fifteen  hundred  thou- 
sand in  number — who  are  doing  more  than  all  other  teachers 
combined  to  elevate  the  type  of  life  and  improve  the  character  of 
citizenship  in  the  American  Republic.  The  topic  assigned  for  this 
discussion  would  seem  to  intimate  that  there  is  a real  relation 
between  the  state  university  and  teachers  of  religion.  And  the 
writer  of  this  paper  most  heartily  believes  that  this  intimation 
is  absolutely  correct.  Surely  state  universities  have  some  respon- 
sibility in  this  great  and  essential  matter  of  religio-ethical  educa- 
tion. One  of  them  has  recognized  its  obligation  and  is  honestly 
trying  to  meet  it.  It  is  earnestly  to  be  hoped  that  other  state 
institutions  may  “go  and  do  likewise.” 


Conference  in  Kansas  City 

A conference  for  eastern  Kansas  and  western  Missouri  was 
held  on  Monday  and  Tuesday,  March  9 and  10,  in  the  Grand 
Ave.  Methodist  Church,  Kansas  City,  under  the  auspices  of  the 
Ministers’  Alliance,  of  that  city,  co-operating  with  the  Religious 
Education  Association.  The  following  papers  were  presented: 
Action  Aggressive  and  Intelligent,  Hon.  Henry  M.  Beardsley. 
Education  and  the  Life  of  the  Nation,  Henry  F.  Cope. 

The  Pulpit  in  Relation  to  Biblical  Theology,  Prof.  W.  M. 
Patton. 

The  Pulpit  in  Relation  to  Social  Science,  Rev.  Paul  H.  Linn. 
The  Pulpit  in  Relation  to  Spiritual  Dynamics,  Rev.  Burris 
A.  Jenkins. 

The  Present  Condition  of  Sunday  School  Work  in  Kansas 
City,  Rev.  Albert  Bushnell. 

The  Importance  of  Teacher  Training,  Rev.  J.  H.  Hardin. 
The  Religious  preparation  of  the  Parents  through  the  Home 
Department,  Mrs.  Charlotte  F.  Wilder. 

A Rational  Evangelism,  Rev.  Geo.  H.  Combs. 

The  Seat  of  Authority  in  Evangelical  Religion,  Rev.  T.  E. 
Chandler. 


The  TreLining  of  Teachers  of  Religion  in 
Universities  and  Colleges 

FRANK  K.  SANDERS,  Ph.  D.,  D.D. 

Boston,  Mass. 

The  problem  of  obtaining  an  abundant  supply  of  good  teachers 
thoroughly  fitted  for  their  work  is  far  from  simple.  It  is 
not  solved  by  the  normal  school.  A public  school  authority  has 
stated  that  there  are  approximately  five  hundred  and  eighty  thou- 
sand teachers  in  the  secular  schools  of  the  United  States : of  these 
the  normal  schools  graduate  each  year  perhaps  fifteen  thousand. 
It  is  well  worth  while  to  have  these  thoroughly  trained  men  and 
women,  but  we  do  not,  and  need  not  regard  them  as  the  only 
answer  to  the  query  concerning  the  source  from  which  we  may 
draw  our  supply  of  good  teachers  for  the  public  schools. 

A noted  professor  of  the  theory  of  teaching  in  a prominent 
Teachers’  College  recently  said  that,  estimated  on  a scale  of  five, 
two-fifths  of  a teacher  is  personality  and  an  intelligent  interest 
in  the  subject  taught,  two-fifths  is  academic  culture  and  general 
experience,  acquired  partly  in  life,  and  partly  in  professional 
service,  and  one-fifth  is  special  training. 

What  he  has  said  applies  in  religious  as  well  as  in  every  other 
sort  of  educational  activity.  Technical  fitness  can  be  more  safely 
disregarded  than  can  the  general  preparation  for  intelligently 
grasping  the  relations  of  facts  and  for  enthusiastically  presenting 
them.  A teacher  who  is  interested  in  doing  a certain  piece  of 
work;  who  realizes  an  obligation  to  it,  whose  enthusiasm  and 
devotedness  are  elicited  by  it ; who-  is  capable  of  mastering  it, 
will  readily  overcome  any  technical  hindrances  and  will  be  likely 
to  approximate  and  rapidly  adopt  correct  methods. 

The  genial  superintendent  of  the  great  Sunday  school  at  St. 
George’s  Church,  New  York,  Mr.  Pike,  recently  remarked,  “We 
have  a carefully  graded  school  with  every  requisite.  We  take 
pains  to  secure  well  qualified  teachers ; but  what  I must  have 
after  all,  are  the  best  men  and  women  I can  find  who  will  im- 
press their  pupils  with  what  they  are.” 

All  this  goes  to  show  that  when  we  discuss  the  relation  of 
our  universities  and  colleges  to  the  problem  of  training  religious 
teachers,  we  need  not  confine  our  attention  to  the  establishment 
of  departments  of  religious  pedagogy,  but  may  consider  the 
question  in  its  broadest  aspects.  We  must  inquire  what  can  be 
done  that  is  within  the  reach  of  the  average  college  or  university 
and  that  may  affect  a broad  circle  of  students. 

Before  giving  specific  consideration  to  this  question  we  may 
ask  whether  we  have  to  rule  out  of  our  inquiry  all  state  insti- 
tutions. Is  the  preparation  in  a general  way  of  men  and  women 
to  be  intelligent  teachers  of  religion  a legitimate  function  of 
such  institutions?  This  question  is  answered  rather  variously  by 
their  governing  Boards.  These  object,  and  rightly,  to  the  pro- 

55 


RELIGIOUS  EDUCATION 


*6 


motion  of  anything  which  savors  of  sectarianism,  and  often  re- 
fuse to  sanction  officially  any  sort  of  religious  activity.  Their 
prejudice,  however,  is  due  in  part  to  ignorance,  and  may  yield 
before  the  exhibition  of  a “better  way.”  The  fact  that  a few 
state  institutions  are  trying  experiments  which  are  productive 
of  approvable  results  will  do  more  than  argument  to  open  the  way 
for  others. 

The  question  as  to  what  should  be  done  by  our  educational 
institutions  may  be  easily  approached  from  the  standpoint  of 
experience.  There  are  schools  which  are  actually  making  some 
contribution  to  this  question  today.  I shall  not  aim  to  mention 
every  institution  which  may  happen  to  have  a course  which  can 
be  regarded  as  preparing  a student,  directly  or  indirectly,  to  do 
his  Christian  duty.  Practically  all  first-rate  schools  afford  ex- 
cellent instruction  in  theoretical  and  practical  ethics,  in  the 
philosophy  of  religion,  and  in  psychology.  Many  have  recog- 
nized the  importance  of  pedagogy.-  The  more  pertinent  query 
from  our  standpoint  is  whether  any  one  of  them  offers  a course 
in  the  psychology  of  the  growing  mind,  or  courses  in  Religious 
Pedagogy,  or  gives  opportunities  for  instruction  in  Biblical  Lit- 
erature and  other  related  subjects.  We  also  need  to  discover 
whether  they  are  aiming  in  any  definite  way  to  relate  the  depart- 
ments already  well  established  to  these  more  lately  exhibited  needs. 

Our  inquiry  is  distinctly  a practical  one,  and  will  therefore 
omit  all  consideration  of  such  work  as  is  done  in  the  Teachers’ 
College  of  Columbia  University,  although  this  institution  is  a 
recognized  pioneer  along  the  lines  of  Religious  Pedagogy.  Its 
sphere,  however,  is  that  of  the  specialist.  It  is  confessedly 
teaching  the  subject  in  mind  with  great  efficiency  by  inspiring 
those  who  are  preparing  themselves  to  take  up  the  profession 
of  teaching  with  the  broadest  possible  ideals  regarding  their 
work,  insisting  that  these  ideals  shall  be  in  the  truest  sense  re- 
ligious. This  work  at  Columbia,  however,  does  not  affect  the 
main  body  of  students  or  the  general  public,  although  it  does 
not  exclude  either. 

Among  the  institutions  which  are  approaching  the  subject  in 
broad  fashion,  I mention  first  the  University  of  Chicago.  It 
contributes  in  four  ways  to  the  problem  of  arousing  its  student 
body  to  a sense  of  their  duty  and  opportunity  in  religious  instruc- 
tion, and  of  giving  them  the  ability  to  meet  these  responsibilities. 
Professor  Henderson  of  the  Department  of  Ecclesiastical  Sociol- 
ogy,  gives  regular  courses  on  Religious  Education  which  may 
be  elected  by  any  regular  candidate  for  a degree.  In  the  summer 
quarter,  when  a wide  variety  of  matured  students  flock  to  the 
campus  for  instruction,  courses  are  regularly  given  in  the  Phy- 
chology  and  Pedagogy  of  Religion.  During  the  whole  year  first- 
rate  courses  in  Biblical  Literature  are  available  for  all  students. 


RELIGIOUS  EDUCATION 


57 


During  each  year  likewise,  special  courses  of  lectures  are  pro- 
vided  on  themes  pertaining  to  religious  education,  given  regularly 
by  men  who  are  outside  of  the  faculty.  These  lecture  courses 
take  a wide  range.  One  was  recently  completed  by  Secretary 
Henry  F.  Cope  of  the  Religious  Education  Association  on  “The 
Problems  of  the  Sunday  school.”  The  University  of  Chicago 
has  organized  this  kind  of  work  more  thoroughly  than  any  other 
1 institution  to  which  my  attention  has  been  directed.  There  is 

afforded,  moreover,  in  the  Sunday  schools  of  several  of  the  large 
churches  in  the  immediate  vicinity  of  thv  University,  a sort  of 
laboratory  in  which  students  of  religious  teaching  are  making 
a constant  test  of  their  theories.  The  teaching  force  of  these 
schools  is  drawn,  to  a considerable  extent,  from  the  ranks  of  the 
students,  but  the  schools  themselves  are  not  under  University 
direction. 

Yale  University  is  beginning  to  develop  some  interesting  plans 
in  relation  to  the  preparation  of  students  for  the  responsibilities 
of  religious  teaching.  The  Department  of  Pedagogy  was  about 
to  organize,  several  years  ago,  courses  in  Religious  Pedagogy, 
available  to  general  as  well  as  to  special  students,  but  was  pre- 
vented by  the  continued  illness  of  Professor  Sneath.  It  stands 
ready  to  co-operate  with  the  Department  of  Biblical  Literature 
in  any  effective  scheme.  The  latter  department,  under  Professor 
Kent  and  his  associates,  accomplishes  a far-reaching  work  of 
enlightenment  and  instruction.  It  affords  a variety  of  courses 
in  Biblical  Literature  which  are  elected  by  undergraduates,  grad- 
uate students  and  divinity  students  alike,  courses  intended  to  lay 
broad  foundation  for  religious  thinking  and  instruction.  I do 
not  give  these  since  they  are  detailed  in  the  University  catalogue. 

Professor  Kent  is  offering  this  year  (1907-08)  a course  worth 
describing.  It  is  a well  attended  Seminar  on  “The  Aims,  Methods 
and  Principles  of  Religious  Education/’  the  continuation  and 
development  of  a somewhat  similar  piece  of  work  last  year. 
Every  member  of  the  class  has  joined  it  because  of  a desire  to 
be  prepared  to  deal  as  a leader  with  the  practical  problems  of 
religious  education  in  the  Sunday  school  and  church  or  in  the 
community.  I describe  its  work  in  the  words  of  the  leader:  “We 
have  taken  up  thus  far  (this  year  and  last)  First , the  history  of 
the  Sunday  school  movement ; second,  the  definite  aims  and  agen- 
cies of  religious  education ; third,  the  psychology  of  the  individ- 
ual ; fourth,  Sunday  school  organization ; fifth,  a critical  study  of 
, all  the  leading  Sunday  school  courses  in  the  field;  sixth,  the 

requisites  and  outlines  of  a properly  graded  curriculum ; seventh , 
the  preparation  of  an  outline  of  lessons  on  selected  subjects  and 
passages  for  the  different  grades”  . . “We  hope  to  make  the 

> work  of  this  Seminar  of  real  value  to  the  religious  world.  We 

have  already  put  into  form  a series  of  charts  relating  to  the 


58 


RELIGIOUS  EDUCATION 


psychology  of  the  growing  mind,  which  may  prove  as  useful  as 
the  series  of  Biblical  maps  has  been.”  . . . “The  class  is 

full  of  enthusiasm  over  the  unexpected  values  of  the  work.  The, 
course  would  seem  to  have  become  an  institution  here  at  Yale.” 

The  university  and  the  churches  of  New  Haven  have  co- 
operated in  organizing  a Religious  Education  Federation.  Under 
its  auspices  are  held  monthly  conferences  at  which  the  problems 
of  successful  Sunday-school  work  are  discussed  with  the  teachers 
of  the  city.  It  also  offers  courses  of  lectures,  maintains  courses 
for  the  specific  instruction  of  teachers  upon  the  Sunday  school 
lessons  and  seeks  to  raise  the  recognized  standards  of  efficiency. 
In  this  connection,  excellent  laboratory  opportunities  are  inci- 
dentally afforded  the  special  students  of  the  department. 

Brown  University,  at  Providence,  R.  I.,  is  showing  an  equal 
willingness  “to  interweave  the  life  of  the  University  with  that 
of  the  community  and  of  the  state,”  as  its  wise  and  virile  presi- 
dent happily  expressed  one  deliberate  purpose  of  his  administra- 
tion. The  University,  through  Professor  Fowler,  and  his  facul- 
ty, has  developed  and  maintained  for  its  own  students,  chiefly 
undergraduates,  strong  series  of  constructive  courses  in  Biblical 
History  and  Literature.  It  long  ago  planned  to  reach  out  in 
helpful  influence  to  a wider  circle.  It  arranged  a course  of 
lectures,  each  year,  on  Biblical  subjects.  The  appreciation  of 
these  by  the  public  led,  some  years  ago,  to  the  organization  of  the 
Providence  Biblical  Institute,  an  association  with  which  the 
University  co-operates  closely,  furnishing  lecture  halls  without 
charge,  but  for  which  it  is  not  officially  responsible.  The  In- 
stitute is  a very  flourishing  organization  today,  doing  an  important 
work  for  the  city  of  Providence.  It  maintains  classes  as  well  as 
lecture  courses. 

In  1907,  as  a result  of  a gradually  established  confidence  in 
the  methods  and  plans  emanating  from  the  University,  the  Rhode 
Island  Sunday  School  Association  united  with  the  University  and 
for  the  sake  of  affording  opportunities  for  teacher-training, 
for  the  sake  of  affording  opportunities  for  Teacher-Training. 
The  University  extends  to  the  School  the  free  use  of  its  libraries 
and  collections  and  furnishes  the  class  rooms  for  the  classes,  but 
is  not  directly  responsible  for  the  appointment  of  teachers  for  the 
classes  or  of  lecturers.  It  is  an  experimental  enterprise,  but 
seems  to  be  working  well. 

At  Northwestern  University,  Evanston,  111.,  there  is  a well 
organized  department  of  Biblical  History  and  Literature.  The 
work  which  more  directly  illustrates  my  theme  is  given  by 
Professor  George  A.  Coe,  as  a part  of  the  work  of  the  Department 
of  Philosophy.  He  offers  a regular  course  on  Education  in  Re- 
ligion and  Morals,  in  which  his  well-known  volume  is  used 
as  a basis,  the  class  work  being  greatly  enlarged  by  library 


RELIGIOUS  EDUCATION 


59 


assignments,  details  for  personal  research  and  themes.  His 
Seminar  in  the  Philosophy  and  Psychology  of  Religion  has  in 
past  years  been  fruitful  in  creating  students  of  actual  conditions 
and  innovators  upon  custom.  One  such  student,  whose  creative 
powers  were  thus  awakened,  is  now  at  work  upon  a Master’s 
thesis,  “The  Problem  of  the  Small  Sunday  School,”  a really  vital 
and  important  theme.  “Yet,”  writes  Professor  Coe,  in  a personal 
letter,  “we  are  not  doing  here  at  Northwestern,  all  told,  more  than 
a fifth  of  what  we  might  do.” 

The  methods  outlined  above  represent  fairly  the  present  trend 
in  the  adaptation  of  the  resources  of  a University  to  the  task 
of  meeting  a great  public  need.  These  are  not  the  only  institu- 
tions interested  in  these  problems,  but  they  have  been  alert  to 
the  opportunity.  It  is  not  the  object  of  this  paper  to  make  a 
complete  catalogue  of  the  contribution  of  each  one  of  our  insti- 
tutions of  higher  learning  to  the  subject  under  discussion,  but 
rather  to  describe  the  experiments  which  have  proven  to  be 
fruitful  and  are  clearly  practicable.  Were  there  space  for  the 
data,  the  working  plans  of  such  Universities  as  Princeton,  the 
University  of  Pennsylvania,  the  University  of  Virginia,  or  the 
University  of  Georgia  might  be  detailed.  But  they,  offer  no 
new  suggestion,  so  far  as  the  writer  has  been  able  to  ascertain. 

The  unique  plans  of  the  University  of  West  Virginia  are 
detailed  in  an  accompanying  paper  by  President  Purinton,  whose 
enthusiasm  and  foresight  made  them  possible. 

The  State  Universities  of  the  West,  which  draw  their  support 
from  public  funds,  are  debarred  from  any  use  of  those  funds 
for  sectarian  purposes.  Four  at  least  of  these  institutions  have 
found  it  possible  to  distinguish  between  sectarianism  and  religion 
and  to  use  their  resources  to  some  degree  in  the  promotion 
of  the  interests  of  religious  education.  The  University  of  North 
Dakota  does  this  through  an  affiliated  college  which  is  denomina- 
tionally controlled.  The  University  of  California  co-operates 
freely  with  a group  of  affiliated  divinity  schools.  The  University 
of  Minnesota  maintains  a department  of  Biblical  Literature. 
The  University  of  Kansas  holds  an  annual  conference  of  several 
days’  duration,  under  the  leadership  of  some  imported  expert 
on  Biblical  questions  in  co-operation  with  the  department  of 
Philosophy,  to  which  the  clergy  and  laity  from  all  over  the 
state  are  invited. 

Our  colleges  are  generally  denominational  in  origin  and 
prevailingly  responsive  to  religious  claims.  Nearly  every  college 
recognizes  in  some  fashion  the  religious  interests  of  its  students, 
either  by  a first-rate  Department  of  Biblical  History  and  Litera- 
ture as  in  all  the  colleges  for  women,  in  Amherst,  Ohio  Wesleyan, 
Western  Reserve,  Beloit,  Colorado,  and  many  others,  or  by  make- 
shifts of  Varying  value.  These  examples  will  suffice  to  indicate 
the  recent  attempts  to  meet  the  broader  need. 


60 


RELIGIOUS  EDUCATION 


Without  doubt  the  best  planned  and  most  scientific  adjust- 
ment of  college  resources  to  the  purposes  of  religious  educa- 
tion has  been  made  at  Ripon  College,  Wisconsin,  this  past  year, 
under  Professor  William  J.  Mutch.  It  is  fully  described  in 
Ripon  College  Bulletin,  Number  25,  dated  January,  1908.  Eight 
courses,  rotating  in  a two-year  cycle,  are  offered  by  the  Depart- 
ment of  Philosophy  and  Education,  each  course  three  hours  a 
week  for  half  a year.  For  the  current  year  they  are  the  History 
of  Education,  Principles  of  Education,  Religious  Education,  and 
a Biblical  course  on  the  Hebrew  History- Prophets.  For  the 
alternating  year  the  Philosophy  of  Education,  Secondary  Edu- 
cation, Problems  of  Grading  and  Curriculum,  and  the  Content 
and  Method  of  the  Teaching  of  Jesus.  These  are  all  culture 
courses  in  a college  of  liberal  arts,  but  have  definitely  in  view 
the  future  opportunities  and  responsibilities  of  the  students.  Sup- 
plemental to  these  courses  is  a church  school,  of  which  Professor 
Mutch  is  the  superintendent,  which  serves  as  a laboratory.  The 
college  is  also  organizing  a system  of  observation  work  with 
the  city  schools  and  the  college  as  the  field.  At  the  close  of 
each  college  year  a ten  days’  institute  of  teacher-training  is 
held  under  the  auspices  of  the  college,  and  throughout  the  year 
it  stimulates  by  extension  lectures  a public  interest  in  better 
organized  effort  for  the  training  of  teachers  of  religion.  There 
is  no  limit  to  the  work  except  that  imposed  by  nature. 

A scheme  of  a different  order  is  that  being  worked  out  at 
Wesley  College,  associated  with  the  University  of  North  Dakota. 
Its  emphasis  is  as  distinctly  Biblical  as  that  of  Ripon  College 
is  educational.  Wesley  College  offers,  under  Professor  W.  N. 
Stearns,  a series  of  courses  in  Biblical  Archaeology,  History, 
Languages  and  Literature  and  provides  also  for  Normal  courses 
in  the  Bible  and  in  the  Principles  of  Pedagogy  and  of  Sunday 
School  Organization  and  Management.  Public  lecture  courses 
are  given  in  connection  with  this  work.  Students  of  the  Uni- 
versity may  elect  these  courses  as  a part  of  their  work  for  a 
degree,  and  students  of  the  Biblical  courses  only  have  access 
to  the  general  advantages  of  the  University.  The  scheme  is 
a development  of  that  recognized  at  several  other  State  Uni- 
versities, where  instructors,  deriving  their  support  from  a denom- 
ination, offer  courses  in  the  English  Bible  of  which  University 
students  may  take  advantage,  but  not  as  a regular  part  of 
their  course  for  a degree.  In  a somewhat  similar  way  Washburn 
College,  Topeka,  Kansas,  has  recently  established  a School  of 
the  Bible,  which  purposes  to  afford  varied  advantages,  not  alone 
to  regular  Academic  students,  but  to  special  students  of  theology 
and  religious  education.  This  school  is  in  the  process  of  develop- 
ment. 

A third  type  of  development  is  best  represented  by  the  chair 
of  Applied  Christianity  at  Iowa  College,  Grinnell,  held  by  Pro- 


RELIGIOUS  EDUCATION 


61 


lessor  Steiner.  Its  stress  is  sociological,  but  its  influence  very 
varied.  One  marked  result  of  Dr.  Steiner’s  instruction  has 
been  the  relatively  large  number  of  picked  men  and  women 
who  are  devoting  themselves  to  a preparation  for  religious  leader- 
ship in  the  future.  I need  not  detail  his  courses,  since  the 
catalogue  is  readily  obtained.  In  his  work  personality  counts 
for  as  much  as  the  curriculum. 

This  very  practical  survey  makes  it  clear  that  a number 
of  institutions  of  higher  learning  today  are  working  tentatively 
in  the  direction  of  training  their  students  and  those  who  will 
come  within  their  range  of  influence  for  religious  leadership, 
not  as  ministers,  but  as  laymen  and  laywomen.  They  are  doing 
this  as  a proper  recognition  of  their  responsibility  to  the  public 
by  which  they  are  surrounded  and  of  the  importance  of  the 
religious  needs  just  coming  to  be  appreciated. 

Three  results  may  be  fairly  expected  from  the  participation 
of  our  colleges  and  universities  in  the  responsible  work  of 
educating  teachers  of  religion  and  leaders  of  religious  life.  They 
will  greatly  increase  the  number  of  available  leaders  in  the  church ; 
they  will  gradually  formulate  higher  working  standards;  they 
will  broaden  the  vision  and  enlarge  the  capacity  of  those  who 
are  entrusted  with  the  important  work  of  religious  instruction. 

Institutions  avowedly  Christian  in  their  sympathies  should 
gladly  enter  into  these  opportunities.  They  may  move  forward 
to  four  sorts  of  achievements.  First  and  fundamentally  they 
may  offer  to  their  own  students  thorough,  constructive  courses 
in  Biblical  History  and  Literature,  thus  laying  broad  and  safe 
foundations  for  intelligent  service  in  the  religious  world.  The 
practical  outcome  of  Professor  Coe’s  work,  related  above,  can 
be  duplicated  in  the  experience  of  every  college  Biblical  teacher 
in  the  land.  Wherever  he  may  go,  after  years  of  instruction, 
he  finds  his  old  pupils  the  religious  leaders  of  their  own  communi- 
ties and  the  earnest  students  of  religious  problems. 

It  is  a puzzling  fact  that  many  a college  president  still  con- 
tinues to  regard  any  one  of  ministerial  training  as  an  eligible 
candidate  for  the  chair  of  Biblical  Literature  or  of  Religious 
Pedagogy.  Such  a department  calls,  however,  for  a teacher 
of  the  ripest  culture,  most  thorough  technical  preparation  and 
finest  character,  a man  of  large  mindedness  and  broad  sympathies. 
He  should  be  in  some  way  a maker  and  moulder  of  men.  The 
personal  influence  of  such  men  as  Northrop  and  Thatcher  was 
an  asset  of  the  older  Yale  about  which  the  alumni  never  tire 
of  talking.  If  such  a man  can  be  found  who  has  had  some 
pastoral  experience  and  is  thoroughly  trained  for  his  specific 
work,  no  college  could  afford  to  pass  him  by. 

These  institutions  may,  in  the  second  place,  secure  from  the 
Departments  of  Philosophy  and  of  Education  courses  which 


RELIGIOUS  EDUCATION 


€t 

bear  upon  the  principles  and  methods  of  religious  education,  both 
pedagogical  and  practical.  They  can  also  arrange  in  model 
schools  for  the  actual  laboratory  training  in  methods  of  teaching, 
which  is  characteristic  of  the  Normal  School.  They  can,  finally, 
plan  through  special  classes,  lecture  courses  or  Summer  Schools, 
to  invite  the  general  public  to  share  in  these  opportunities.  Such 
a union  as  that  in  Rhode  Island  between  the  State  Sunday  School 
Association  and  the  representatives  of  the  University  could  be 
organized  and  made  fruitful  in  many  states. 

Whether  such  courses  should  be  organized  by  one  depart- 
ment or  by  several  is  a question  of  organization.  So  far  as 
they  relate  to  methods  or  principles  of  education  they  belong  to 
the  Department  of  Pedagogy.  In  actual  practice  the  courses 
will  often  be  organized  and  maintained  by  the  one  who  holds 
the  chair  of  Biblical  Literature. 

State  institutions  are  in  many  ways  more  restricted  in  the 
scope  of  the  work  they  may  do.  It  would  seem,  however,  that 
they  too  could  do  much  of  this  service  without  incurring  criticism. 
There  is  no  sectarianism  in  the  approach  to  the  Bible  from  a 
standpoint  purely  historical  and  literary.  Nor  need  the  Depart- 
ment of  Pedagogy  be  hindered  on  that  account  from  giving 
a course  applying  the  principles  of  teaching  to  the  problems  of 
Biblical  or  religious  instruction. 

Such  institutions  may  make  a large  use  of  their  Young  Men’s 
or  Women’s  Christian  Associations.  These,  under  proper  encour- 
agement will  carry  forward  Biblical  work  of  a high  order.  The 
primary  objective  of  these  Associations  is  a devotional  study 
of  the  Bible,  but  the  leaders  of  Association  work,  particularly 
the  International  Committee  at  New  York  City,  are  having  pre- 
pared, year  by  year,  courses  by  real  scholars,  which  are  worth 
the  attention  of  any  student. 

Many  of  them  hold  Summer  Schools  at  which,  as  President 
Purinton  has  shown  elsewhere,  a greater  freedom  is  possible 
than  during  the  regular  academic  year. 

There  are  Normal  colleges  in  great  numbers,  which  should 
give  consideration  to  their  very  unusual  opportunity  for  pro- 
moting an  interest  in  education  from  the  religious  as  well  as 
the  secular  point  of  view.  No  data  are  available  except  at 
the  Teachers’  College  of  Columbia,  which  is  showing  what  can 
be  and  should  be  done. 

This  survey,  fragmentary  as  it  is,  will  be  of  use,  if  it  may 
chance  to  suggest  a more  advantageous  use  by  some  institutions 
of  resources  already  at  their  disposal.  It  may  inspire  others 
to  provide  opportunities  the  importance  of  which  they  have  over- 
looked. To  realize  the  great  culture  value  of  courses  which  are 
likewise  directly  practical  is  to  ensure  their  ultimate  provision 
by  every  enterprising  institution  of  higher  learning. 


The  Teacher  Training  Work  of  the  Inter- 
national Sunday  School  Association 

REV.  E.  MORRIS  FERGUSSON 

Secretary  New  Jersey  Sunday  School  Association,  Newark,  N,  J, 

In  the  North  American  field,  the  Sunday-school  officers  and 
teachers  number  about  a million  and  a half.  Nearly  all  of 
these  are  in  the  fellowship  of  the  International  Sunday  School 
Association  and  its  constituent  state,  territorial,  and  provincial 
auxiliaries.  They  are  therefore  potential  subjects  of  teacher- 
training influence  along  interdenominational  lines. 

The  first  and  fundamental  work  of  these  associations  is  to 
ascertain,  through  a systematic  annual  canvass,  the  number  and 
location  of  these  officers  and  teachers,  with  their  pupils,  the 
statistics  needed  to  reveal  the  educational  progress  of  their  Sun- 
day schools,  and  the  names  and  addresses  of  their  superintendents. 
This  is  regularly  accomplished  as  respects  a large  proportion, 
probably  at  least  two-thirds,  of  the  whole  number.  In  consider- 
ing the  vast  array  of  American  and  Canadian  Sunday-school 
teachers,  therefore,  we  are  dealing,  not  with  an  unknown  and 
unreached  mass,  but  with  an  army,  divided  into  companies  by 
states,  counties  and  townships  or  other  local  units,  marshaled 
under  its  officers,  standing  at  attention,  and  for  the  most  part 
earnestly  waiting  for  some  wise  and  appropriate  words  of  instruc- 
tion and  command. 

Many  lines  of  helpful  effort  have  in  the  past  suggested 
themselves  to  friends  of  these  waiting  hosts,  corresponding  in 
some  degree  to  the  many  needs  which  sympathetic  acquaintance 
is  continually  revealing.  Denominational  leaders  have  published, 
planned  and  pushed ; summer  assembly  managers  have  held 
classes  and  offered  diplomas;  institutions  like  the  University  of 
Chicago  have  offered  correspondence  instruction  and  extension 
work ; and  for  the  graded  and  specialized  primary  teachers  there 
has  been  a generation  of  co-operative  and  wondrously  fruitful 
effort.  All  this  must  be  classed  as  teacher-training.  Into  all 
these  labors  the  International  Sunday-school  Association  has 
entered,  gathering  up  the  traditions  and  results  of  early  effort, 
correlating  and  unifying  divergent  practices  and  purposes,  sim- 
plifying and  standardizing  the  resultant  statements  of  method  and 
plan,  and,  by  the  sweep  and  momentum  of  its  flexible  and  com- 
prehensive organization,  bringing  to  the  many,  the  remote,  and 
the  inert  those  impulses  and  activities  which  ordinarily  are  char- 
acteristic of  the  progressive  few.  In  other  words,  the  general 
policy  of  the  International  Sunday-school  work  has  been  applied 
to  the  special  problem  of  teacher-training. 

The  preparing  of  manuals  for  Sunday-school  teachers  was 
a task  not  neglected  by  the  earliest  friends  of  the  cause  in 

63 


64 


RELIGIOUS  EDUCATION 


America ; and  since  those  formative  days  the  industry  has  flour- 
ished. Most  of  these  undertake  to  cover  but  a part  of  what 
the  average  teacher  or  teacher-candidate  is  supposed  to  need. 
The  excellence  of  some  consists  in  the  scholarly  and  authoritative 
nature  of  the  matter,  and  of  others  in  the  clarity  and  simplicity 
of  the  form.  The  ideal  manual,  however,  is  still  hopefully 
awaited,  as  the  two  excellences  mentioned  are  seldom  even  approx- 
imately combined. 

Much  of  the  weakness  of  the  typical  normal  manual  seems 
to  be  due  to  the  assumption  so  frequently  made,  that  the  reason 
why  a teacher  is  inefficient  is  that  he  is  ignorant.  Such  an 
assumption  naturally  arises  from  the  fact  that  the  ignorance 
of  the  inefficient  teacher  is  at  once  the  characteristic  most  easily 
observed  and  the  want  most  easily  supplied.  But  when  we 
have  supplied  the  lacking  information,  we  have  not  necessarily 
added  to  the  efficiency  of  our  teacher;  for  his  inefficiency  may 
be  due,  not  primarily  to  his  ignorance,  but  to  a fundamental 
misconception  of  the  teacher’s  task,  or  a lack  of  sympathy  for 
childhood,  or  an  unwillingness  to  pull  in  the  school  harness, 
or  a temperamental  self-distrust,  or  an  unawakened  and  undedi- 
cated soul. 

Added  knowledge,  obviously,  will  not  reach  these  needs  by 
any  intrinsic  worth  it  may  possess  of  itself.  Only  when  the 
presented  information  finds  waiting  some  appetite  of  the  soul 
can  it  enter  the  life  and  become  the  creator  of  power.  And 
only  as  the  teaching  plan  for  the  training-class  provides  prompt 
and  fit  outlets  of  expression,  either  in  research  or  in  service, 
for  the  new  life  thus  awakened,  may  we  expect  that  the  teacher- 
training project  will  really  train  our  teachers.  Otherwise,  we 
are  but  filling  them. 

Appreciating  this  need,  the  International  Sunday-school  Asso- 
ciation has  through  some  of  its  leaders  and  departments  sought 
to  reach  the  teachers  in  other  ways  than  through  formal  class 
instruction ; notably  in  the  free,  organized  interchange  of  thought, 
stimulus,  and  experience  secured  at  the  summer  school,  the  insti- 
tute and  the  graded  teachers’  union.  Pressure  has  also  been 
brought  to  secure  from  the  theological  seminaries  a ministry 
“able  to  teach  others  also.”  But  in  the  usual  specific  and  limited 
sense  of  that  awkward  word,  “teacher-training,”  the  International 
Sunday-school  Association  has  done  a work  which  is  worth  our 
study  and  which  asks  for  our  co-operation. 

While  a few  of  the  state  and  provincial  associations,  notably 
Illinois,  New  York  and  Nova  Scotia,  have  for  many  years  prose- 
cuted the  work  of  organizing  and  leading  what  was  formerly 
called  normal  Sunday-school  teaching,  no  unification  and  expan- 
sion of  the  movement  was  attempted  under  International  auspices 
until  the  time  of  the  Ninth  International  Sunday-school  Con- 
vention, held  at  Atlanta  in  1899.  At  this  time  the  International 


RELIGIOUS  EDUCATION 


65 

Primary  Union  became  more  truly  than  before  a department 
of  the  work;  and  under  the  lead  of  the  chairman  of  its  central 
committee,  Mrs.  J.  Woodbridge  Barnes,  it  projected  a training 
course  especially  for  primary  teachers,  selecting  the  materials 
from  various  books,  and  providing  for  individual  enrolments, 
examinations  and  recognitions  at  the  office  of  the  International 
Primary  Department.  The  co-operation  of  all  the  state  primary 
superintendents,  local  unions  and  other  friends  of  the  work  was 
enlisted;  and  in  hundreds  of  weekly  union  meetings  the  sections 
of  the  training  course  were  pursued  and  candidates  prepared 
for  examination. 

Following  this  pioneer  International  movement,  the  few  states 
and  provinces  previously  making  teacher-training  an  organized 
branch  of  their  work  rapidly  increased  in  number.  The  call 
for  International  direction  and  unification  of  the  teacher-training 
forces  of  the  country  was  heard  by  the  International  Executive 
Committee.  Much  was  done  informally  by  Dr.  H.  M.  Hamill, 
at  the  time  the  Field  Superintendent  of  the  International  work, 
who  had  for  many  years  directed  this  department  in  the  Illinois 
Sunday-school  Association.  More  was  done  when  the  work  was 
formally  committed  to  the  hands  of  an  International  Teacher- 
training Superintendent,  also  an  Illinois  worker,  Mr.  W.  C. 
Pearce,  who  still  holds  the  office.  In  the  summer  of  1903  a 
Committee  on  Education  was  formed,  for  the  special  purpose 
of  fostering  all  forms  of  teacher-training.  Of  this  Committee 
Dr.  Plamill  was  made  chairman,  and  Mr.  Pearce  acted  as  execu- 
tive secretary. 

The  latest  report  issued  by  Mr.  Pearce  is  to  the  effect  that 
fifty-six  state,  territorial  and  provincial  Sunday-school  associa- 
tions now  have  teacher-training  departments,  and  that  the  num- 
ber of  reported  enrolments,  which  was  nine  thousand  at  Denver, 
1902,  and  increased  to  34,000  at  Toronto,  1905,  is  now  far  beyond 
the  latter  figure.  We  may  estimate  it  at  fifty  thousand,  or  five 
per  cent  of  the  million  teachers  whom  we  saw  at  the  outset  to 
be  connected  by  available  channels  of  communication  with  the 
International  Sunday-school  work. 

Since  the  advent  of  the  Committee  on  Education,  the  Primary 
Department — now  the  Department  of  Elementary  Grades — has 
endeavored  to  withdraw  from  its  former  direct  leadership  of 
teacher-training  for  elementary  teachers,  and  seeks  to  turn  over 
all  candidates  to  the  care  of  their  respective  state  and  provincial 
teacher-training  departments.  Its  work  on  this  behalf  relates 
now  simply  to  the  furnishing  of  material  for  elementary  grades 
specialization,  in  connection  with  the  regular  first  and  advanced 
standard  courses.  A series  of  leaflets,  defining  the  work  of  the 
cradle  roll,  and  of  the  beginners,  the  primary,  and  the  junior 
departments,  has  lately  been  issued  from  the  International  office 
at  Chicago,  and  represents  the  present  proposal  of  material  for 


RELIGIOUS  EDUCATION 


such  specialized  work.  Other  lines  of  special  instruction  in 
method  are  needed,  and  will  no  doubt  soon  be  supplied. 

Meanwhile,  however,  the  great  denominations  have  made  new 
beginnings  of  teacher-training  effort,  and  have  launched  forth 
into  various  and  exceedingly  inco-ordinate  schemes  for  the  stimu- 
lating and  training  of  their  respective  teaching  forces.  To  unify 
these  schemes  so  as  to  gain  good  for  all  from  the  separate 
excellences  of  each,  and  to  make  possible  a basis  of  common  work 
for  the  denominational  leaders  and  the  interdenominational  asso- 
ciative bodies,  the  Committee  on  Education  called  a conference. 
Postponed  from  August,  1907,  this  was  held  in  Philadelphia, 
January  7 and  8,  1908,  at  the  istance  of  Secretary  Pearce  and 
under  the  chairmanship  of  Professor  M.  G.  Brumbaugh  as  vice- 
chairman,  Dr.  Hamill  being  abroad.  At  this  conference,  the 
several  denominational  plans  of  teacher-training  were  explained  • 
and  informally  considered,  and  much  unconscious  and  whole- 
some unifying  was  germinally  begun.  It  was  heartily  agreed 
that  standardization  is  desirable.  A “first  standard  course’’  for 
pupils  needing  elementary  instruction,  and  an  “advanced  standard 
course”  for  students  able  to  do  work  of  higher  grade,  were 
agreed  on  as  to  names  and  specifications,  as  follows: 

It  is  the  sense  of  this  Conference  in  defining  the  minimum 
requirements  for  the  Standardized  Course  for  Teacher-training: 

(a)  That  such  minimum  should  include  fifty  lesson  periods, 
of  which  at  least  twenty  should  be  devoted  to  the  study  of  the 
Bible,  and  at  least  seven  each  to  the  study  of  the  Pupil,  the 
Teacher,  and  the  Sunday  School. 

(b)  That  two  years’  time  should  be  devoted  to  this  course, 
and  in  no  case  should  a diploma  be  granted  for  its  completion  in 
less  than  one  year. 

(c)  That  there  should  be  an  Advanced  Course,  including  not 
less  than  one  hundred  lesson  periods,  with  a minimum  of  forty 
lesson  periods  devoted  to  the  study  of  the  Bible,  and  of  not 
less  than  ten  each  to  the  study  of  the  Pupil,  the  Teacher,  the 
Sunday  School,  and  Church  History,  Missions  or  kindred  themes. 

(d)  That  three  years’  time  should  be  devoted  to  this  course, 
and  in  no  case  should  a diploma  be  granted  for  its  completion 
in  less  than  two  years. 

Important  advances  were  also  made  in  the  formulating  of 
working  plans  for  the  enrolling  of  training  classes  in  Sunday 
schools,  the  exchange  of  enrolments  between  the  denominational 
and  the  interdenominational  offices,  and  the  granting  of  examina- 
tions and  conferring  of  diplomas.  While  no  party  to  the  arrange- 
ments is  less  free  than  before,  and  no  diminution  is  likely  in 
the  healthy  divergence  of  scholastic  standards  which  must  ever 
prevail  over  so  wide  a field,  the  teacher-training  forces  of  the 
continent  are  now  at  one  as  never  before;  and  they  are  moving 
forward  to  the  practical  realization  of  their  ideals. 


The  Department  of  Teacher  Training 


Minutes  of  Meeting  at  Washington,  D.  C. 

The  Department  of  Teacher  Training  met  at  2:30  p.  m.  on 
Thursday,  February  13,  1908,  in  Room  312,  Y.  M.  C.  A.  Building. 

On  motion  of  the  Rev.  E.  M.  Fergusson,  Dr.  Robert  R. 
Doherty  was  elected  Chairman. 

On  motion  of  Miss  Marianna  C.  Brown,  Miss  Rose  C.  Talbott, 
of  Folts  Mission  Institute,  was  elected  Recording  Secretary. 

Devotions  were  led  by  Mr.  Eugene  C.  Foster  of  Philadelphia. 

A paper  was  read  by  the  Rev.  E.  Morris  Fergusson,  Gen’l 
Sec’y  New  Jersey  Sunday  School  Association,  Newark,  N.  J. 
on  “The  Teacher-Training  Work  of  the  International  Sunday 
School  Association.” 

A paper  was  read  by  Dr.  Daniel  B.  Purinton,  President  Uni- 
versity of  West  Virginia,  on  “The  State  University  and  Teachers 
of  Religion.” 

A paper  was  read  by  Dr.  Frank  Knight  Sanders,  Secretary 
The  Congregational  Sunday  School  and  Publishing  Society,  Bos- 
ton, Mass.,  on  “Training  Teachers  of  Religion  in  the  Universities 
and  Colleges.” 

On  motion  of  Miss  Brown  a Committee  on  Nominations  was 
appointed,  as  follows : Mrs.  Barnes,  Miss  Brown,  Mr.  E.  C. 
Foster. 

The  Rev.  E.  Morris  Fergusson  distributed  to  those  present 
copies  of  a paper  read  by  him  before  the  Summer  Assemblies 
Section  of  the  R.  E.  A.  in  Boston  February  1 5,  1908,  on  “Summer 
Sunday  School  Institutes.” 

Discussion  was  opened  by  Mrs.  J.  C.  Fernald  of  Washington, 
D.  C. 

The  report  of  the  nominating  committee  was  as  follows : 

President — Frank  Knight  Sanders,  Ph.D.,  D.D.,  Boston, 
Mass. 

Recording  Secretary — Rev.  Lester  Bradner,  Jr.,  Ph.D.,  Provi- 
dence, R.  I. 

Executive  Secretary  (elected  by  the  Board) — Mrs.  J.  Wood- 
bridge  Barnes,  Newark,  N.  J. 

Members  (re-elected) — Professor  E.  P.  St.  John,  Hartford, 
Conn. ; Rev.  Carlton  P.  Mills,  Winchester,  Mass. 

Members  (new) — Mr.  Charles  A.  Oliver,  York,  Pa.;  Miss 
L.  B.  Miller,  Herkimer,  N.  Y. ; Rev.  Franklin  D.  Elmer,  Winsted, 
Conn. ; Miss  Marianna  C.  Brown,  New  York,  N.  Y. 

On  motion  of  Mr.  E.  M.  Fergusson,  the  Executive  Committee 
was  requested  to  prepare  a year-book  for  the  R.  E.  A. 

Per  L.  B.,  Jr.  Rose  C.  Talbott,  Sec’y. 


67 


The  West  Virginia  University 

School  of  Sunday  School  Methods 

An  announcement  just  issued  calls  attention  to  the  fifth  session 
of  the  School  of  Methods  for  Sunday  School  Workers  which  will 
be  held  at  West  Virginia  University  from  June  29  to  July  4,  1908. 
During  three  days  of  that  week,  namely,  June  28,  29  and  30,  a 
conference  of  the  Religious  Education  Association  will  be  held. 
At  the  same  time,  the  regular  Summer  School  of  West  Virginia 
University  will  be  in  session.  It  will  be,  therefore,  a period  of 
unusual  interest  and  opportunity. 

The  School  of  Methods  has  never  before  offered  so  many  or 
so  distinguished  instructors.  Its  faculty  list  this  summer  contains 
a half  dozen  of  the  great  names  in  American  Sunday  School 
work,  and  the  Religious  Education  Association  will  bring  us  at 
the  same  time  some  of  the  foremost  leaders  in  religious  and  edu- 
cational work. 

No  tuition  fee  is  charged.  A registration  fee  of  one  dollar 
is  charged,  but  students  registered  in  the  regular  Summer  School 
are  not  required  to  pay  even  this  nominal  fee. 

The  purpose  of  the  School  of  Methods  is  to  give  pastors, 
Sunday  school  superintendents,  and  teachers  an  opportunity  to  be 
instructed  in  the  most  modern  methods  and  principles  of  Sunday 
school  work  by  those  who  are  recognized  as  experts  and  leaders 
in  their  various  departments. 

As  indicating  the  plan  and  character  of  this  school  of  methods 
in  religious  education,  the  program  for  the  period  in  which  the 
school  meets  in  conjunction  with  the  R.  E.  A.  Conference  is 
given.  The  speakers  for  the  special  conference  are : 

Henry  Frederick  Cope  of  Chicago,  General  Secretary  of  the 
Religious  Education  Association. 

Professor  George  A.  Coe  of  Northwestern  University,  Evans- 
ton, Illinois. 

President  T.  E.  Cramblet  of  Bethany  College. 

President  Carl  G.  Doney  of  West  Virginia  Wesleyan  College. 

Rev.  John  Wiley  Francis,  Pastor  First  Presbyterian  Church, 
Parkersburg. 

Rev.  James  E.  Bird,  Pastor  Methodist  Episcopal  Church, 
Clarksburg. 

The  program  of  the  Religious  Education  Association  will  be 
as  follows: 

Sunday  Morning. 

M.  E.  Church,  Geo.  A.  Coe.  Subject:  The  Relation  of  Education 
to  the  Kingdom  of  God. 

Baptist  Church,  Henry  F.  Cope.  Subject:  Religion  and  Educa- 
tion. 

Presbyterian  Church,  Carl  G.  Doney. 

68 


RELIGIOUS  EDUCATION 


69 


Sunday  Afternoon,  3 :oo  O’Clock. 

Commencement  Hall.  Mass  meeting  on  Religious  Education, 
conducted  by  Mr.  Cope  and  Mr.  Coe. 

Sunday  Evening. 

M.  E.  Church,  Carl  G.  Doney. 

Baptist  Church,  Geo.  A.  Coe.  Subject:  The  Meaning  of  the 
Movement  for  Religious  Education. 

Presbyterian  Church,  Henry  F.  Cope.  Subject:  The  Improve- 
ment of  Religious  Education. 

The  program  includes  work  covering  the  following  sections 
of  teacher-training  credit : 

Section  2 : Sunday  School  management.  Section  3 : The 
teacher;  the  pupil.  This  will  enable  teacher-training  students 
who  have  already  passed  the  first  examination  to  complete  the 
course  necessary  for  the  international  diploma.  Other  students 
may  receive  certificates  for  the  work  of  these  two  sections  and 
take  the  first  examination  later.  These  courses  will  be  in  har- 
mony with  the  Hurlbut  Normal  Lessons  and  the  Westminster 
Teacher  Training  course  number  one.  The  topics  in  italics  con- 
stitute the  program  of  the  Conference  of  the  Religious  Educa- 
tion Association. 

Monday  Morning. 

The  Sunday  School  as  an  Educational  Agency . . . .Henry  F.  Cope 

Bible  Study H.  T.  Musselman 

Sunday  School  Management Geo.  W.  Mead 

Psychologic  Foundations  of  Religious  and  Moral  Training 

Geo.  A.  Coe 


Monday  Afternoon. 

Elementary  Section  (Beginners) Mrs.  J.  W.  Barnes 

The  Sunday  School  as  an  Educational  Agency. . . .Henry  F.  Cope 

What  is  the  Sunday  School Charles  G.  Trumbull 

Educational  Value  of  Young  People’s  Societies,  James  E.  Bird; 
and  General  Discussion. 

Sunset  Meeting  (on  the  campus)  conducted  by  Charles  G.  Trum- 
bull. 

Practical  Problems  of  Moral  and  Religious  Training  in  State 
Schools,  Geo.  A.  Coe ; The  Religious  Element  in  Education, 
Carl  G.  Doney. 

Tuesday  Morning. 


Elementary  Section  (Beginners) Mrs.  J.  W.  Barnes 

Elementary  Section  (Intermediate) Mrs.  Mary  F.  Bryner 

Bible  Study H.  T.  Musselman 

Sunday  School  Management Geo.  W.  Mead 


70 


RELIGIOUS  EDUCATION 


Principles  of  Religious  Education , Henry  F.  Cope ; Psychologic 
Foundation  of  Religious  and  Moral  Training,  Geo.  A.  Coe. 

Tuesday  Afternoon. 


Elementary  Section  (Beginners) Mrs.  J.  W.  Barnes 

Elementary  Section  (Intermediate) Mrs.  Mary  F.  Bryner 


The  Trained  Teacher— His  Mission  and  Message 

H.  T.  Musselman 

Sunset  Meeting  (on  the  campus)  conducted  by  Christopher 
Humble. 

Evangelism  Through  Religious  Education,  T.  E.  Cr amble ; The 
Educational  Element  in  Religion,  J.  W . Francis. 

The  program  for  the  rest  of  the  week  provides  a series  of 
one-hour  studies  led  by  well-known  Sunday  school  experts.  The 
whole  is  the  working  out  of  part  of  the  plan  described  in  an 
article  on  another  page  of  this  magazine  by  the  President  of 
West  Virginia  University,  D.  B.  Purinton,  LL.D.,  to  whom  the 
credit  is  due  for  this  practical  method  of  religious  education. 

Bible  Teacher’s  Institutes 

The  Young  Men’s  Christian  Association,  of  Detroit,  the 
Young  Women’s  Christian  Association,  the  Wayne  County  S.  S. 
Association  and  the  Guild  of  the  Religious  Education  Associa- 
tion of  Detroit,  recently  united  in  conducting  a Bible  Teachers 
Institute.  The  lectures  were  given  by  Prof.  Theodore  G.  Soares, 
of  the  Divinity  School  of  the  University  of  Chicago,  each  lecture 
being  given  twice,  in  afternoon  and  evening.  The  outline  of 
the  course  follows : 

i.  The  Modern  Idea  of  the  Meaning  of  Religious  Educa- 
tion. The  fundamental  principles  of  effective  teaching  as  applied 
to  our  problem.  2.  A Study  of  the  Personality  to  be  Educated. 
The  different  methods  required  at  different  ages.  3.  The 
Materials  of  Religious  Education.  Why  should  the  Bible  be 
the  text  book?  How  best  use  the  Old  Testament?  the  New? 
4.  Religious  Teaching  and  the  Religious  Decision.  Conditions 
of  effective  and  permanent  appeal.  5.  The  Progressive  Training 
of  the  Teacher. 

A ten-days’  Institute  is  to  be  held  in  Ripon  College,  June  10-19, 
for  the  training  of  teachers  in  the  church  schools.  It  is  a 
serious  effort  to  apply  the  best  educational  methods  to  the  work 
of  religious  education.  Dr.  Richard  C.  Hughes,  President  of 
Ripon  College,  will  give  a course  of  daily  lectures  on  the  Bible. 
Dr.  William  J.  Mutch,  Professor  of  Philosophy  and  Education 
will  give  courses  of  instruction  in  “Principles  and  Methods  of 
Teaching,”  and  in  “The  Organization  and  Work  of  the  Church 
School.” 


Text  Books  for  Old  Testament  Stvidy 

Suitable  for  use  in  Academies,  High  Schools  and  Colleges 

JOHN  MERLIN  POWIS  SMITH,  Ph.D. 

The  University  of  Chicago 

One  of  the  greatest  needs  of  the  literature  of  religious  edu- 
cation is  a series  of  text-books  upon  the  Old  Testament,  adapted 
to  the  needs  of  students  in  colleges,  academies,  high-schools,  and 
adult  Bible  classes.  There  is  an  abundance  of  technical  literature 
upon  the  Old  Testament;  nor  is  there  any  lack  of  semi-popular 
literature ; but  of  books  adapted  to  the  guidance  of  students  in 
the  task  of  actually  studying  the  Old  Testament  itself,  there  is 
a great  lack.  The  following  list  is  therefore  of  necessity  made 
up,  not  of  outlines  of  courses  of  study  nor  of  guides  to  study 
of  any  sort,  but  rather  of  works  which  summarize  the  results 
of  study  in  fairly  popular  and  attractive  form. 

Of  course,  every  student  should  possess  himself  of  a copy 
of  the  American  Standard  Revised  Version,  which  is  published 
by  Thomas  Nelson  & Sons,  New  York  City,  in  more  than  a 
hundred  different  styles,  at  prices  ranging  from  twenty-two  cents 
up. 

McFadyen,  J.  E.  Old  Testament  Criticism  and  the  Christian 
Church.  New  York:  Scribners,  1903.  $1.50. 

This  is  an  admirable  setting  forth  of  the  modern  scientific 
method  and  point  of  view  in  the  study  of  the  Old  Testament. 
The  spirit  and  method  are  irenic  and  the  discussion  is  full  enough 
to  be  instructive  and  helpful.  It  concerns  itself  not  merely  with 
the  changes  in  the  formulation  of  Old  Testament  teaching,  but 
takes  up  also  the  implications  and  significance  of  criticism  as 
they  affect  the  theology  and  activity  of  evangelical  Christianity. 

Vernon,  A.  W.  The  Religious  Value  of  the  Old  Testament 
in  the  Light  of  Modern  Scholarship.  New  York:  T.  Y.  Crowell 
& Co.,  1907.  Pp.  vii-f8i.  $0.90. 

This  is  a much  more  concise  presentation  of  the  results  of 
the  critical  method  of  study  as  applied  to  the  Old  Testament 
than  the  foregoing.  It  is  not  as  winning  in  its  method  of  ap- 
proach to  the  subject,  but  it  offers  in  brief  space  and  in  attractive 
literary  form  a summary  of  the  aspects  of  Old  Testament  religion, 
newly  emphasized  by  the  historical  method  of  study. 

McFadyen,  J.  E.  An  Introduction  to  the  Old  Testament. 
New  York:  Armstrong,  1905.  Pp.  xii+356.  $1.75. 

This  is  the  best  popular  introduction  to  the  literature  of 
the  Old  Testament.  It  offers  the  information  concerning  the 
origin  and  character  of  the  various  books  of  the  Old  Testament 
that  the  average  man  desires  and  it  is  distinctly  within  the  range 
of  the  capacity  of  the  non-technical  student. 

Ottley,  R.  L.  A Short  History  of  the  Hebrews  to  the  Roman 
Period.  New  York  : Macmillan,  1901.  Pp.  324.  $1.25. 

71 


72 


RELIGIOUS  EDUCATION 


A conservative  and  judicial  summary  of  the  results  of  modern 
study  as  they  affect  the  construction  of  the  Old  Testament  his- 
tory. Its  spirit  is  progressive,  but  the  methods  and  results  are 
sufficiently  conservative  to  make  the  book  a good  work  to  put 
into  the  hands  of  those  beginning  the  study  of  Israel’s  history. 

Wade,  G.  Woosung.  Old  Testament  History.  2 d ed.  New 
York:  Dutton  & Co.,  1903.  Pp.  532.  $1.50. 

Dr.  Wade’s  volume  is  somewhat  more  advanced  in  its  histori- 
cal and  critical  principles  and  methods  than  that  of  Ottley,  and 
it  is  therefore  adapted  to  the  demands  and  needs  of  a better 
prepared  class  of  students,  being  much  more  extensive  and  full 
in  its  consideration  of  the  various  problems  afforded  by  the  Old 
Testament  narratives. 

Mitchell,  H.  G.  The  World  Before  Abraham,  according  to 
Gen.  i-xi,  with  an  Introduction  to  the  Pentateuch.  Boston : 
Houghton,  Mifflin  & Co.,  1901.  Pp.  303.  $1.75. 

This  is  an  admirable  introduction  to  the  complicated  questions 
of  Hexateuchal  criticism.  It  gathers  up  the  important  facts  and 
presents  them  in  a way  intelligible  to  any  thoughtful  student. 
Along  with  this  it  furnishes  a commentary  upon  the  first  eleven 
chapters  of  Genesis  which  afford  good  ground  for  class  wrork 
in  the  early  ideas  and  institutions  of  Israel’s  life. 

Kirkpatrick,  A.  F.  The  Doctrine  of  the  Prophets.  (The 
Warburtonian  Lectures  for  1886-1890.)  London  and  New  York: 
Macmillan,  1892.  Pp.  xix+544.  6s. 

This  is  the  best  available  popular  summary  of  the  history 
and  contents  of  Old  Testament  prophecy.  Its  critical  standpoint 
is  that  of  a mediating  scholar.  It  constitutes  a very  good  intro- 
duction to  the  study  of  prophecy,  and  will  be  found  of  much 
value  in  the  teacher’s  own  preparation  for  his  work. 

Harper,  W.  R.  The  Priestly  Element  in  the  Old  Testament. 
An  Aid  to  Historical  Study  for  Use  in  Advanced  Bible  Classes. 
(Constructive  Bible  Studies : College  Series.)  3rd  edition.  Chi- 
cago: The  University  of  Chicago  Press,  1905.  Pp.  300.  $1.00. 

President  Harper’s  book  is  the  only  one  in  this  list  that 
actually  sets  the  student  to  work  and  guides  his  efforts  as  he 
proceeds,  but  it  makes  very  severe  demands  upon  the  student’s 
time  and  intellect,  and  can  be  used  only  in  the  most  advanced 
classes.  It  deals  with  the  legal  literature,  the  Psalms,  the  Books 
of  Ezra,  Nehemiah  and  Chronicles,  and  the  ritualistic  ideas  and 
institutions  in  Israel. 

Davison,  W.  T.  The  Wisdom  Literature  of  the  Old  Testa- 
ment. London:  C.  H.  Kelley,  1893.  Pp.  315.  2s  6d. 

This  is  a splendid  and  simple  introduction  to  one  of  the 
richest  fields  in  Old  Testament  literature.  It  could  be  used  by 
a good  teacher  as  the  source  of  much  information  and  inspiration 
in  the  study  of  such  books  as  Job,  Proverbs,  Ecclesiastes. 


RELIGIOUS  EDUCATION 


73 


Kent,  C.  F.  The  Wise  Men  of  Ancient  Israel  and  Their 
Proverbs.  Chicago:  Silver,  Burdett  & Co.,  1899.  Pp.  208.  $1.25. 

This  is  a careful  introduction  to  the  book  of  Proverbs  and 
the  history  of  the  proverbial  literature  together  with  analyses 
of  the  contents  of  the  book  and  summaries  of  its  most  important 
teaching.  In  the  light  of  this  book  the  study  of  Proverbs  might 
be  made  of  real  interest  and  value. 

Davison,  W.  T.  The  Praises  of  Israel.  An  Introduction  to 
the  Study  of  Psalms.  London : C.  H.  Kelley,  1892.  2s  6d. 

No  better  popular  guide  to  the  study  of  the  Psalter  could 
be  desired  than  this.  In  the  hands  of  a skillful  teacher  the 
book  of  Psalms  would  become  a new  thing  to  an  advanced  class. 

Marti,  K.  The  Religion  of  the  Old  Testament:  Its  Place 
Among  the  Religions  of  the  Nearer  East.  (The  Crown  Theologi- 
cal Library.)  New  York:  G.  P.  Putnam’s  Sons,  1907.  Pp. 
vii+251.  . $1.25, 

This  is  a splendid  bird’s-eye  view  of  the  religion  of  the 
Old  Testament  as  interpreted  by  modern  scholars.  It  is  altogether 
too  summary  for  class  use,  but  will  be  found  useful  in  giving 
the  teacher  a connected,  comprehensive  view  of  the  entire  course 
of  Israel’s  religion  which  will  enable  him  to  study  things  in 
their  proper  relations.  Prof.  Marti  is  one  of  the  most  radical 
of  historical  critics. 

Ottley,  R.  S.  The  Religion  of  Israel.  An  Historical  Sketch. 
London:  C.  J.  Clay  & Sons,  1905.  Pp.  227.  4s. 

This  is  a somewhat  more  detailed  summary  than  that  of 
Marti  and  also  distinctly  more  moderate  in  its  conclusions,  but 
not  so  attractively  written  nor  so  thoroughly  straightforward 
and  scientific  in  its  method.  But  on  the  whole  it  will  be  found 
more  acceptable  to  most  teachers  than  Marti’s  book. 

Hastings,  J.  A New  Dictionary  of  the  Bible,  with  maps 
and  illustrations.  New  York:  Scribners,  1908.  $5.00. 

This  volume,  which  is  just  about  to  be  published,  should 
be  in  the  library  of  every  Sunday  school  and  accessible  to  every 
teacher  and  advanced  student.  It  is  the  only  popular  Bible 
Dictionary  that  presents  the  results  of  the  newer  methods  of 
Bible  Study.  Its  articles  are  thoroughly  scholarly  and  in  each 
case  carry  the  name  of  the  author. 

The  New  Century  Bible.  General  Editor,  Walter  F.  Adeney. 
Revised  Version  with  Notes,  Index  and  Maps.  New  York: 
Frowde,  1904*  $0.90  per  volume.  Nine  volumes  are  now  pub- 

lished. 

To  any  one  desiring  a popular  yet  thoroughly  scientific  com- 
mentary on  the  Old  Testament,  this  series  is  to  be  highly  recom- 
mended. It  is  slightly  more  severe  in  its  demands  upon  the 
* student  than  is  the  Cambridge  Bible,  but  its  volumes  are  uni- 
formly of  high  grade. 


Whe^t  has  the  R.  E.  A.  Accomplished  ? 

“Quickened  the  conscience  of  the  churches  with  respect  to 
their  responsibility  for  the  young;  stimulated  an  extraordinary 
interest  among  educators  the  country  over  in  the  moral  and 
religious  ideals  of  education;  has  been  a chief  factor  in  produc- 
ing a remarkably  rapid  acceptance  of  the  principle  of  graded 
lessons  for  the  Sunday  school;  has  stimulated  investigation  and 
publication  on  many  phases  of  religious  and  moral  education; 
has  produced  and  printed  a large  body  of  fresh  material  on  this 
subject;  has  established  a permanent  exhibit  and  bureau  of  infor- 
mation; has  brought  widely  scattered  workers  of  many  faiths 
into  a delightful  fellowship;  is  the  only  body  in  existence  that 
effectively  represents  the  unity  of  education.” — George  A.  Coe, 
Ph.D.,  Professor  Northwestern  University,  Evanston,  III. 

“The  Association  has  brought  together  thousands  of  earnest 
hearts  and  expert  heads  interested  in  religious  education;  cre- 
ated four  noble  volumes  of  literature  on  present  ideals  and  meth- 
ods, the  like  of  which  exists  nowhere  else;  given  a stimulus  to 
thousands  of  Sunday  schools  and  hundreds  of  communities  which 
they  never  knew  before  its  organization ; and  made  more  bracing 
morally,  the  atmosphere  of  thousands  of  homes,  schools,  col- 
leges, young  people’s  associations,  and  other  agencies  for  religious 
education.” — Rev.  William  C.  Bitting,  D.  D.,  Pastor  Second 
Baptist  Church,  St.  Louis,  Mo. 

“The  Religious  Education  Association  is  steadily  accomplish- 
ing precisely  those  purposes  which  were  outlined  for  it  at  the 
first  convention.  In  the  Young  Men’s  Christian  Association  it 
has  led  to  the  more  general  adoption  of  thorough,  scholarly 
courses  of  biblical  study,  it  has  aided  in  the  discovery  and  equip- 
ment of  trained  teachers  and  leaders,  it  has  stimulated  the  pro- 
duction of  valuable  material  for  study,  it  has  brought  leaders 
to  substantial  agreement  as  to  the  methods  and  foundations  of 
the  religious  education  of  young  men,  it  has  broadened  the 
outlook  of  workers  so  that  education  has  been  directly  related 
to  evangelism,  it  has  economized  energy,  inspired  effort  and 
effected  far  reaching  improvements.” — L.  Wilbur  Messer,  Gene- 
ral Secretary  Young  Men’s  Christian  Association,  Chicago,  III. 

“Has  justified  all  the  attention  given  to  it  during  the  past 
five  years  by  the  impetus  which  it  has  given  to  the  general  move- 
ment for  higher  standards  and  finer  ideals  of  religious  training. 
It  has  contributed  much  to  the  efficiency  of  other  organizations 
working  in  the  same  field.  It  has  fastened  public  attention  upon 
the  importance  of  its  objective,  and  has  furnished  an  opportunity 
for  the  co-operation  of  religious  leaders  of  varied  types  in  giving 
definite  forms  to  their  ideals.” — Frank  Knight  Sanders,  Ph.D., 
Secretary  Congregational  S.  S.  and  Publishing  Society,  Boston, 
Mass. 


74 


The  Press  and  the  Ethical  Life 
of  the  Nation 

j.  a.  Macdonald 

Managing  Editor  the  Globe,  Toronto 

Two  facts  conspire  to  put  upon  the  Press  an  obligation  higher 
than  the  interests  of  its  own  counting-room.  One  is  the  fact  of  its 
direct,  immediate,  vital  relation  to  the  people.  As  no  other  institu- 
tion or  agency  the  Press  goes  into  the  homes  of  the  people,  of  all 
the  people,  and  to  a degree  creates  the  atmosphere  of  their  lives 
and  influences  the  current  of  their  opinions.  The  great  educa- 
tional seats  of  learning  reach  but  the  saving  remnant  of  our  popu- 
lation, but  the  Press  is  the  university  of  the  common  people.  That 
fact  carries  with  it  an  obligation  which  no  responsible  newspaper 
man  will  obscure  or  disregard. 

The  second  fact  making  for  obligation  is  the  freedom  of  the 
Press  on  this  continent  from  any  form  of  State  censorship.  One 
great  storm-center  in  the  Anglo-Saxon  struggle  for  liberty,  one  of 
the  strategic  points  gained,  was  the  freedom  of  the  Press.  That 
freedom  for  which  brave  men  stood  against  the  power  and  the 
tyranny  of  the  Kings  is  surely  betrayed 'by  the  Press  of  to-day 
every  time  it  is  made  to  serve  unjust  or  unworthy  or  merely  selfish 
ends.  By  the  fight  and  the  blood  of  the  great  reformers  was  this 
freedom  won,  and  only  as  the  Press  stands  true  to  the  truth  and 
the  right  and  the  life  by  which  the  Nation  lives  and  is  made  free 
can  it  justly  claim  the  freedom  for  which  Milton  strove. 

What,  then,  is  the  function  of  a free  Press  in  the  life  of  a dem- 
ocratic Nation?  What  are  its  duties? 

( 1 ) First  is  its  very  obvious  duty  to  be  a newspaper,  a gath- 
erer and  purveyor  of  news.  The  Press  is  the  mirror  of  the  Na- 
tion’s life.  That  life  is  filled  with  facts  of  all  sorts.  Those  facts — 
some  of  heroism,  some  of  sacrifice,  some  of  brave  endurance,  and 
some  of  treason  and  outrage  and  lust  and  crime — those  facts  of 
daily  life  are  mirrored  in  the  daily  Press.  Make  the  facts  clean 
and  comely  and  the  picture  in  the  mirror  will  be  fair  to  look  upon. 

(2)  But  the  Press  is  more  than  a mechanical  reflector  of  the 
incidents  of  life.  It  is  a teacher  as  well.  Whether  it  will  or  no,  it 
must  teach.  It  may  renounce  the  high  dignity,  it  may  repudiate 
the  obligation,  but  its  own  traditions,  its  inherent  powers  and  the 
tremendous  facts  of  daily  experience  make  it  a teacher  of  the 

75 


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RELIGIOUS  EDUCATION 


masses.  For  weal  or  for  woe,  for  truth  or  for  error,  for  dignity 
or  for  shame,  the  newspaper  of  to-day,  with  its  story  of  yester- 
day's life  the  world  over,  by  its  selection  of  news,  by  its  emphasis, 
its  proportion,  its  perspective,  by  its  features  as  well  as  by  its 
reasoned  arguments,  is  foremost  among  the  forces  making  for 
the  education  of  the  democracy,  sometimes,  it  may  be,  educating 
men  in  the  arts  of  heaven,  sometimes  in  the  arts  of  hell. 

(3)  But  the  Press,  by  its  professions  as  well  as  by  its  meth- 
ods, is  also  a guide  and  leader  in  the  democracy.  There  are  those 
in  the  craft  who  usually  declare  that  a newspaper  is  simply  and 
merely  a reporter  of  news;  but  let  an  occasion  arise  and  they 
throw  to  the  winds  their  self-imposed  limitations,  and  by  all  the 
arts  known  to  the  profession — by  the  color  they  give  their  news, 
by  its  emphasis,  by  its  shrieking  headlines,  as  well  as  by  editorial 
comment  and  argument  and  appeal — they  seek  to  influence  public 
opinion,  to  change  it,  to  guide  it,  to  lead  it.  No,  there  is  not 
among  us  one  man  with  the  true  instinct  of  the  profession  who 
thinks  it  his  whole  duty,  or  who  would  be  content,  merely  to  tell 
what  has  been  done.  There  is  upon  him  the  insistent  obligation, 
and  there  is  within  him  the  irrestible  impulse  to  tell  also  what 
ought  to  be  done. 

That  sense  of  “ought”  in  the  Press,  as  in  other  human  institu- 
tions, may  be  warped  by  selfishness  or  ignorance  or  prejudice,  but 
it  is  there,  ingrained  in  the  very  fiber  of  the  journalistic  craft  and 
acknowledged  by  the  public.  There  gathers  around  a newspaper 
an  atmosphere  of  authority  which  is  something  other  than  the 
personality  of  any  one  of  the  men  who  make  or  control  it,  and 
that  prestige  gives  distinction  and  command  to  the  leadership  of 
the  Press  in  the  democracy. 

Leadership  in  the  democracy.  When  one  thinks  of  what  that 
means,  of  the  untamed  forces,  the  pent-up  passions,  the  unregu- 
lated desires  of  human  nature  that  surge  unresting  in  the  human 
crowd,  one  might  well  draw  back  from  a duty  so  perilous,  from  an 
obligation  so  critical,  as  is  involved  in  the  function  of  leadership 
which  belongs  to  the  Press  in  this  democratic  Nation. 

Now  let  me  mention  some  of  the  needs  of  the  Press  which 
must  be  had  in  mind  if  it  would  worthily  discharge  its  func- 
tions in  the  life  of  the  Nation. 


RELIGIOUS  EDUCATION 


77 


(1)  The  Press  must  accept  frankly,  intelligently,  its  demo- 
cratic responsibility.  It  must  widen  its  horizons  and  elevate  its 

s*  standards  to  those  of  a national  institution.  National,  not  in  the 
sense  of  State  endowment  or  special  privilege,  but  national  in 
spirit,  in  motive,  in  ideal,  conscious  of  the  uniqueness  of  its  func- 
tion, of  the  prestige  which  comes  to  it  out  of  the  fidelity  of  past 
generations,  prestige  and  a power  which  a degenerate  Press  may 
waste,  desecrate,  never  quite  lose.  As  he  is  a traitor  to  the  genius 
and  honor  of  his  profession  who,  being  a lawyer,  thinks  first  and 
most  carefully  of  his  fees,  or,  being  a physician,  of  his  charges,  or, 
being  a preacher,  of  his  stipend,  or,  being  a teacher,  of  his  salary ; 
so  the  newspaper  man  who  disregards  the  spirit  of  his  profession 
and  turns  his  task  into  a trade  for  his  own  gain  has  foresworn  his 
birthright  and  is  untrue  to  his  high  calling  in  the  democracy.  The 
opportunity  of  reaching  the  crowd  which  the  inventive  genius  and 
the  freedom  of  his  democratic  age  have  made  possible  carries  with 
it  for  the  Press  the  very  distinct  democratic  obligation  which  may 
indeed  be  declined,  but  only  at  a loss  of  honor  to  the  Press  and 
of  strength  to  the  Nation. 

(2)  The  Press  needs  to  guard  vigilantly,  sacredly,  its  own 
independence.  That  independence  which  enables  a newspaper  to 
take  the  course  which  its  own  sense  of  duty  dictates  is  threatened 
from  many  quarters,  but  from  two  sides  the  attacks  are  charged 
with  more  than  ordinary  danger. 

One  of  these  is  the  influence  of  the  political  parties.  The  daily 
newspapers  are  for  the  most  part  identified,  closely  or  remotely, 
organically  or  sympathetically,  with  some  one  or  other  of  the 
political  parties.  There  is  in  that  relationship  no  necessary  dan- 
ger to  the  Nation.  The  danger  comes  only  when  party  prejudice 
or  party  zeal  blinds  the  Press  to  the  essential  facts.  For  myself,  I 
stand  for  party  journalism,  for  its  integrity,  and  for  its  useful- 
ness ; but  the  party  name  which  a newspaper  of  any  worth  accepts 
is  merely  an  indication  of  the  historic  principles  which  it  avows 
and  of  the  ground  upon  which  it  stands,  and  in  no  sense  carries 
with  it  adherence  to  party  prejudices,  much  less  the  obligation  to 
stand  for  party  men  or  party  measures  irrespective  of  political 
principle  and  public  duty.  Independence  within  party  lines  is  the 
desideratum  in  all  self-respecting  party  journalism.  That  granted, 


78 


RELIGIOUS  EDUCATION 


with  intelligence,  alertness,  and  public  spirit,  and  the  nation  has  a 
safeguard  in  the  political  Press. 

But  even  more  menacing  is  the  attack  made  upon  the  inde- 
pendence and  integrity  of  the  Press  from  the  side  of  capitalism. 
During  recent  years  the  enormous  growth  of  franchise-holding 
corporations — transportation,  electric,  mining,  manufacturing, 
and  the  like — and  the  extent  to  which  corporations  and  capitalists 
have  succeeded  in  securing  and  controlling  great  organs  of  pub- 
lic opinion,  create  one  of  the  most  serious  problems  in  the  democ- 
racy. In  England  several  of  the  greatest  and  most  influential 
newspapers  have  been  bought  up  by  men  whose  business  interests 
would  be  served  by  a change  in  the  fiscal  policy  of  the  country, 
and  those  newspapers  that  for  a generation  stood  for  the  rights  of 
the  people  have  been  swung  to  the  advocacy  of  the  privileges  of 
one  class  to  which  their  owners  belong.  The  same  thing  has  hap- 
pened in  America.  On  both  sides  of  the  line  private  individuals 
and  private  corporations  have  stolen  their  way  into  the  sanctum 
of  the  Press,  and,  unawares,  have  chloroformed  public  opinion 
into  quiescence  while  they  acquired  public  franchises  or  lobbied 
through  the  Legislative  Assembly  iniquitous  amendments. 

That  is  the  real  danger  in  the  democracy.  The  Press  is  the 
mirror  of  the  people’s  life ; but  it  may  be  blurred  by  unclean 
hands.  It  is  the  mouthpiece  of  the  people’s  rights ; but  it  may  be 
muffled  by  the  pressure  of  private  interests.  It  is  the  prophet  to 
the  people’s  conscience ; but  it  may  be  seduced  and  made  to  speak 
Peace,  Peace  when  there  is  no  peace.  I repeat  to  you  the  arresting 
words  spoken  on  more  than  one  occasion  to  Canadian  newspaper 
men  by  that  most  distinguished  member  of  the  craft  in  Canada, 
Mr.  Goldwin  Smith : “Gentlemen,  this  is  the  question  of  first  con- 
cern, alike  to  us  whose  calling  is  involved  and  to  the  democracy 
whose  interests  are  at  stake,  What  is  the  power  behind  the 
Press  ?”  That  question  has  meaning  for  you  as  well  as  for  us.  A 
purchased  Press,  a suborned  Press,  a dishonest,  servile,  lying 
Press  is  at  once  the  shame  and  the  curse  of  the  democracy,  and 
makes  for  its  decay. 

(3)  The  Press,  if  it  would  hold  its  place  and  come  to  its  own, 
needs  to  accept  unhestitatingly  the  ethical  obligation.  I speak  for 
the  men  behind  the  scenes,  for  the  best  men  in  the  journalism  of 


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79 


this  continent,  when  I say  that  there  needs  be  no  nook  or  corner 
in  any  newspaper  office  where  “there  aren’t  no  Ten  Command- 
^ ments.”  Falsifying  the  statements  of  political  opponents,  exploit- 
ing the  tragedies  of  the  home  circle,  featuring  the  smut  of  social 
% indecencies,  offending  good  taste  with  the  vulgarities  of  cheap 
humor  and  bad  art — these  things  are  not  journalism,  and  when 
the  spasm  is  past  the  Press  will  come  to  the  merciful  deliverance 
for  which  its  best  workmen  devoutly  pray. 

(4)  The  Press,  if  it  is  to  discharge  its  function  in  the  life  of 
the  Nation,  needs  the  intelligent  support  and  sympathetic  co-oper- 
ation of  the  forces  and  agencies  making  more  confessedly  for  in- 
telligence, steadiness,  and  righteousness  in  the  community. 

Whatever  accusation  I might  bring  against  the  Press  in  a 
gathering  of  newspapermen,  or  whatever  words  of  reproof  and 
exhortation  I might  address  to  myself  and  my  fellows  in  the  craft, 
when  I stand  before  you  men  from  the  schools  and  universities 
and  churches,  when  I speak  to  men  of  light  and  leading  to 
whom  the  people  give  heed,  I am  constrained  to  some  hard  say- 
ings. There  are  gracious  and  notable  exceptions,  but  in  the  main 
the  attitude  of  leaders  in  the  circles  of  intellectual  culture  and  re- 
ligious activity  has  not  been  helpful  to  the  Press.  Indifference  or 
distrust  or  antagonism  has  too  often  been  the  characteristic  of  that 
attitude.  You,  or  men  like  you,  men  of  your  set,  have  politely 
damned  us  as  philistines,  and  too  many  of  us  have  accepted  the 
damnation  and  worked  to  deserve  it.  Even  some  of  the  best  of 
you  will  not  study  our  conditions  or  make  allowances  for  our  lim- 
itations. You  see  an  item  here  or  a story  there  that  might  better 
have  been  withheld ; but  you  do  not  care  to  know  of  the  number- 
less stories  that  are  suppressed — stories  that  you  and  the  good 
people  of  your  class  as  well  as  the  man  in  the  street  and  the  club 
would  read  with  avidity — suppressed  solely  because  public  justice 
did  not  demand  their  publication,  and  because  private  individuals 
might  be  spared  the  sting  and  the  shame.  You  know  of  one  here 
or  another  there  who  sold  his  birthright  for  a mess  of  pottage,  but 
you  give  no  heed  to  the  splendid  fact  that  on  the  staff  of  every 
* great  daily  newspaper  are  men  on  small  salaries  who  might  have 
been  rich  had  they  only  taken  the  bribe  of  some  capitalist  or  cor- 
poration or  stock- jobbing  concern.  You  scoff  at  what  you  call 


80 


RELIGIOUS  EDUCATION 


“newspaper  style,”  forgetful  that  the  presses  will  be  running  long 
before  your  polished  paragraph  is  written,  and  that  the  eager 
crowd  in  the  street  will  not  wait  while  you  verify  quotations  and 
balance  the  niceties  of  syntax. 

More  than  that.  You  forget  the  Press  is  not  set  apart  in  the 
grove  on  the  wide  rimmed  campus  where  there  is  perspective  and 
elbow-room,  but  in  the  thickest  of  the  crowd,  with  the  tramp  of 
the  democracy  in  its  ears  and  the  dust  of  the  mob  in  its  eyes.  You 
may  call  the  elect  to  some  quiet  place  and  there  discourse  in  steady 
tones;  we  must  stay  with  the  crowd,  touched  by  their  emotions, 
shut  in  by  their  life.  If  we  rise  too  high  above  them  they  will  not 
hear,  if  we  travel  too  far  ahead  they  will  not  follow.  You  can 
wait  for  the  results  of  your  teaching  and  preaching,  we  must  do 
our  work  in  the  span  of  this  hour,  for  a newspaper  has  no  to-mor- 
row. 

And,  worst  of  all,  you  are  apt  to  forget  that,  mighty  though 
the  Press  may  be,  it  has  within  itself  no  prescriptive  right  against 
decay  and  no  power  making  for  its  own  redemption.  The  prob- 
lem of  the  Press,  in  the  last  analysis,  is  the  problem  of  the  people. 
Make  your  people  good  and  clean  and  truth-loving,  and  your 
Press  will  be  free  from  guile.  I tell  you  solemnly  that  the  best 
journals  on  this  continent  withstood  the  downgrade  in  your  coun- 
try’s life  and  fought  their  fight  inch  by  inch  against  the  material- 
ism and  mammonism  and  pleasure-lust  of  your  people.  But  the 
odds  were  against  them,  and  reinforcements  from  the  church  and 
college  and  circles  of  culture  were  too  slow  or  their  forces  were 
misled.  And  in  the  day  of  America’s  Armageddon,  unless  a 
power  stronger  than  the  Press,  a power  more  redemptive,  more 
dynamic,  more  divine,  works  for  the  regeneration  and  steadiness 
of  our  democratic  institutions  the  cause  of  democracy  itself  is 
lost,  the  pillars  of  its  house  will  fall. 

But  I am  no  pessimist.  The  best  is  yet  to  be.  There  is  a sound 
of  a going  in  the  tops  of  the  mulberry  trees.  A new  life  is  stirring 
in  the  pulpits  and  classrooms  and  homes  of  this  land.  A new 
note  has  been  struck.  And  the  Press  will  not  fail ; the  Press  will 
swing  true  to  the  ideals  of  the  democracy.  And,  when  the  fight 
is  on,  a free  Press  will  stand  as  the  last  citadel  of  the  people’s 
rights  and  the  first  hope  of  the  new  Nation. 


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